AGES and STAGES Flashcards
1
Q
It is the child’s ability to use the lips, cheeks, jaw, tongue, and palate
A
Oral Motor Control
2
Q
It refers to feeding, sound play, and oral exploration
A
Oral Motor Development
3
Q
Suckling (premature sucking)
A
3-4 mos
4
Q
At what age does “true sucking” occurs for infant?
A
4-6 mos
5
Q
It is when the tongue can move up and down and side by side
A
True sucking
6
Q
What are the 5 Oral Motor Development?
A
Rooting reflex
Suck-swallow reflex
Gag reflex
Phasic bite-release reflex
Grasp reflex
7
Q
When the infant’s cheeks or lips are stroked, he or she turns toward the stimulus. This reflex, which allows the infant to search for food, is maintained for a longer period in breast-fed infants.
A
Rooting reflex
8
Q
When the infant’s lips are touched, the mouth opens, and sucking movements begin.
A
Suck-swallow reflex
9
Q
It protects the infant from swallowing anything that may block the airway. At birth, it is highly sensitive and elicited by stimulation to the back three fourths of the tongue. This reflex gradually moves to the back one-fourth of the tongue as the infant matures and engages in oral play
A
Gag reflex
10
Q
When the infant’s gums are stimulated, he or she responds with a rhythmic up-and-down movement of the jaw. This reflex forms the basis for munching and chewing.
A
Phasic bite-release reflex
11
Q
When a finger is pressed into the infant’s palm, he or she grasps the finger. As the infant sucks, the grasp tightens, indicating a connection between sucking and the ________ reflex.
A
Grasp reflex
12
Q
Most of these early reflexive patterns begin to change or disappear between ___ and ___ months of age, when the cortex develops
A
4 and 6 months
13
Q
Head control
-Suck from bottle
-Soft food
-Begin finger food
A
6 months
14
Q
Diagonal movements when eating
-Chewing without rotatory movements
A
7-8 months
15
Q
Chewing with rotatory movement
Transitions to cup
A
10-12 months (Solomon and O’brien)
11 months (Brigance)
16
Q
Uses spoon independently
A
15-18 months(Solomon and O’brien)
1.6yo (Brigance)
17
Q
The foundation has been established for all adults eating pattern including;
-using of spoon independently
-hold a spoon and bring it to the mouth with the wrist supinated into the palm-up position
-drink from cup
A
24 mos
18
Q
Drinks from straw
A
24-36 mos
19
Q
Experiments with fork to stab food
A
30-36
20
Q
Undressing Development of 1 1/2 yo.
A
- Takes off loose clothing
- Unties shoes or takes of hat as an act of
undressing
-Unzip zipper with large pull tabs
21
Q
Dressing Development of 1/12 yo.
A
Partially puts shirt over-the-head shirt
22
Q
Undressing Development of 2yo
A
- Refined balance and reaction
- Removes undressed coat
- Purposely removes shoes (if laces
untied)
-Helps pull down pants
23
Q
What happens in dressing of 2yo?
A
Find arm holes in over-the-head shirt
24
Q
- Removes pull down pants or shorts with elastic
- Removes simple clothing
- Unbutton large buttons
A
2 1/2 yo
25
Assists in putting on socks
Puts on front-button type of shirt
2 1/2 yo
26
-Independently pulls down pants or shorts
-Unzips coat zipper without separating zipper
-Needs some assistance in putting over the head shirt
3 years old
27
-Zips coat zipper without inserting zipper
-Puts on over-the-head shirt with some assistance
-Puts on shoes without fastening (may be-on wrong feet)
-Puts on socks with some difficulty positioning heel
-Buttons large front buttons
3 years old
28
-Unzips separating zipper
-Unbuckle belt or shoes
3 1/2 years old
29
-Usually finds front of clothing
-Puts on mittens
-Buttons series of 3 or 4 buttons
-Snaps or hooks clothing in front
-Dresses with supervision (front & back)
3 1/2 years old
30
-Removes pullover garment independently
4 years old
31
-Zips coat zipper, inserting zipper
-Puts on socks with appropriate heel placement
-Puts on shoes with assistance in tying laces
-Consistently knows front and back of clothing
-Buckles belt or shoe
-Puts on pull-down pants or shorts
4 years old
32
Puts belt in loops
4 1/2 years old
33
-Puts on pullover shirt correctly each time
-Ties and Unties knots
-Laces shoes
-Dresses unsupervised
5 years old
34
Closes back zipper
5 1/2 years old
35
- Ties bow knot
- Ties hood strings
- Buttons back buttons
- Snaps back snaps
- Select clothing that is appropriate for weather conditions and specific activities
6 years old
36
- Has regular bowel movements
1 year old
37
- Allows teeth to be brushed
Pays attention to acts of eliminating
Indicates discomfort from soiled pants
Begins to sit on potty when placed there and supervised (for a short time)
1 1/2 year old
38
- Attempts to brush teeth in imitation of adults
Washes own hands with assistance
Shows interest in washing self in bathtub
Urinates regularly
2 years old
39
- Dries hands
Wipes nose if given tissue and prompted to do so
Has daytime control of bowel and bladder; experiences occasional accidents
Usually indicates need to go to toilet; rarely has bowel accidents
2 1/2 years old
40
- Washes own hands
Uses toothbrush with assistance
Gets drink from fountain or faucet with no assistance
Uses toilet independently but needs help wiping after bowel movements
3 years old
41
- Pours well from small pitcher
Spreads soft butter with knife
Seldom has toileting accidents; may need help with difficult clothing
3 1/2 years old
42
- Washes and dries hands and face without assistance
Brushes teeth with supervision
Washes and dries self after bath with supervision
Cares for self at toilet (may need help with wiping after bowel movement)
4 years old
43
- Runs brush or comb through hair
Tears toilet tissue and flushes toilet after use
4 1/2 years old
44
- Scrubs fingernails with brush with coaching
Brushes and combs hair with supervision
Cuts soft foods with knife
Blows nose independently when prompted
Wipes self after bowel movement
5 years old
45
Performs toileting activities, including flushing toilet independently
5 1/2 years old
46
Brushes and rinses teeth independently
6 years old
47
At what age, where children begin to show interest in bathing by assisting in washing while in the bathtub
2 years old
48
At what age of a child, where he/she is able to wash and dry themselves with supervision
4 years old
49
Can independently prepare the bath or shower, wash, and dry themselves
8 years old
50
How many hours can Newborn(before 4 months) baby sleep?
16-17 hours of sleep
51
Infant begins to adapt to parents sleep wake cycle
3-4 months
52
How many hours could a 3-4 months infant sleep?
7-8 hours of sleep
53
-9-18 hrs per day
-Nap 20 mins or hours morning or after lunch
4-7 months
54
What is the average sleep of a 4-7 months year old?
13 hours
55
How many hours can preschoolers and 5 years old sleep?
10-12 hours
56
What do develops when a child moves into a big boy/girl bed?
Develop a sense of ownership and feelings of privacy
57
-School-aged
-Better at initiating bed time/less resistance
-10-12 hours of sleep at night
-Play nap
5 years old
58
8 ½ to 9 ½ hrs of sleep
Adolescents
59
○ Independence in toileting with a minimum of assistance for handling fasteners
○ Independence in self-feeding, and cooperative play behavior
○ Expected to understand rules and schedules
○ Need to exhibit the beginning of behavioral and emotional maturity (i.e., controlling tempers and mood swings)
(IIEN)
Preschool Readiness Skills
60
○ Same with preschooler with additional preacademic and academic skills
○ Sit quietly while listening to a story
○ Have adequate fine motor skills for coloring and for manipulating small objects
○ Good at gross motor skills such as running, hopping, and jumping
○ Expected to recognize letters and numbers
(SSHGE)
Kindergarten Readiness Skills
61
○ Greater independence and skill in occupations than younger children
○ Independence in eating, children in elementary school are expected to carry their lunch trays and assist in cleaning the table at the end of a meal
○ Complete independence in the bathroom and cafeteria is necessary
○ Longer sitting time (in seat behavior)
○ Attend to tasks longer
○ Reading, writing, math skills (increasing)
○ Adequate perceptual and motor skills
(GICLARA)
Elementary School Readiness Skills
62
○ Educational readiness skills for middle childhood and adolescence build on the competencies
gained during the preceding periods
○ Appropriate social skills and manners are expected
○ Increased skill in creative thinking, problem-solving, and the development of ideas is required
○ Learn expressive writing during this period and must be ready to perform cognitively and motorically.
○ Question authority figures but must learn to work with them effectively in educational setting
(EAILQ)
Middle Childhood and Adolescent Readiness Skills
63
Piaget's Cognitive Development and descriptions.
Sensorimotor- Knows about environment through movement and sensations
Preoperational - Begins to think symbolically and uses words or pictures to represent objects
Tends to be egocentric
Concrete Operational - Begins to think logically about concrete events
Formal Operations - Begins to think abstractly. Reasons about hypothetical problems
64
Parten's Stage of Play and ages
○ Unoccupied play - 0-3 mos
○ Solitary play - 3 mos-2. 5years old
○ Onlooker play - 2.5 - 3years old
○ Parallel play - 3.5-4 years old
○ Associative play - 4-4.5 years old
○ Cooperative play - 4+ years old
65
Babies still explore the world using senses but not really interacting with objects. Plays along without apparent object
Unoccupied play
66
Still alone but may explore objects already in the environment
Solitary play
67
Children become interested in other kids. May watch other children playing nearby. May try to enter but only briefly
Onlooker play
68
2 children play side-by-side with same materials. May engage for short period only
Parallel play
69
Children interact more during playtime more complex than parallel play
Associative play
70
Play becomes most complex & interactive. Children collaborate and communicate actively
Cooperative play
71
Play directed toward self
Imitation of pat-a-cake and other movement
Simple pretend play directed toward self (eating, sleeping, etc.)
Imitation of familiar actions
12 months
72
Role-playing with objects (e.g. feeding a doll)
Use of nonrealistic objects in pretend
18-24 months
73
Engagement in multistep scenarios (e.g. giving doll a bath, dressing the doll, putting the doll to bed)
24-36 months
74
Use of language in play
Advance plans and development of stories
Acting out sequences with miniatures
36-48 months
75
Imaginary play
Role-playing entire scenario
Creation of stories with “pretend” characters
48 months
76
Who are the Occupational Theorists and Their Contibutions to play?
Reilly - Described play as a progression through 3 stages
Takata - Developed play history
Knox - Created the Revised Knox Preschool Play Scale
Bundy - Designed the Test of Playfulness
77
What are the 3 stages that Reilly described play as a progression?
Explorator behavior, Competency, and Achievement
78
It is intrinsically motivated and are engaged on for their own sake and focus on sensory experiences
Exploratory behavior
79
It occurs when children search for challenges, novelty, and experimentation and often want to do everything alone and “their way.” This stage is observed in early and middle childhood
Competency
80
It emphasizes performance standards (such as winning) and competition. Children at this stage of development take more risks in their play
Achievement
81
Who created the Reilly?
Mary Reilly, a noted occupational therapist and researcher
82
Who developed the play history?
Nancy Takata, an Occupational therapist
83
What are the objectives of play history?
o Helps OT practitioners obtain information about a child’s play
o Interview and observation assessment
o Can use to design intervention plans
84
What are the 5 epochs and the ages for each?
○ Exploratory - 0-2
○ Symbolic/Simple Contraceptive - 2-4
○ Dynamic & Complex Constructive - 4-7
○ Games with Rules - 7-11
○ Recreational - >11
85
What are the 4 domains of Revised Knox Preschool Play Scale?
Space management, Material management, Imitation, and Participation
86
What is the purpose of Test of Playfulness?
o to objectively measure playfulness
o examines the context in which children performs play activities
87
child’s attitude about and approach to activities
- establish bonds with infants
- take cues; provide comfort
PLAYFULNESS
88
What stage of development wherein:
- Parents and caregivers establish bonds with infants by playing comfortably with them.
- Adults must respond to the infants’ cues
- They should be comforted and the type of play changed
Infancy
89
What are the cues of infants when they are stressed/uncomfortable?
Crying
Hiccups
Gaze aversion
Yawning
Fingers playing
Tantrums
90
At what stage of development, where:
- Continued exploration and the development of friendships accentuate childhood play
- Develop and refinement of motor skills
- Adult should be cautious about intervening too quickly during play
-Manipulative play, imitation, games, social play with other people
- role-playing scenarios
Early childhood
91
At what stage of development, where:
- Time of refinement of skills, such as speed, dexterity, strength, and endurance
- Become more competent in play activities
- Games with rules and competition
Middle Childhood
92
At what stage of development, where:
- In search of independence
- Enjoy activities in which they can participate with peers
- May wish to participate in school or community clubs
- Parents need to have a very supporting role
Adolescence
93
What are the Developmental Relevance if Play and Leisure?
* It provides children with opportunities to develop motor, social–emotional, cognitive, and language skills.
* May identify their own strengths and weaknesses; therefore, play contributes to the quality of life.
* People engage in play and leisure activities because they enjoy them and are intrinsically motivated to participate in them
